A Complete Needs Assessment Research Study for Developing Classroom Research Competency of Teachers in 3 Southern Border Provinces of Thailand
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Abstract
This research objectives were 1) to study and prioritize the needs for developing classroom research competencies among teachers in schools in the 3 southern border provinces. 2) to analyze the causes of these need. 3) to determine guidelines for developing competencies in the classroom research. The sample included 293 teachers under the Basic Education Commission, selected through
multi-stage sampling, and two purposive sampling group discussions involving eight teachers from different positions and eight classroom research experts. A questionnaire was used for data collection, analyzed through descriptive statistics, modified priority needs index (PNI modified), and content analysis. 1) Results revealed that classroom research competencies required development across
five key areas: formulating research problems, reviewing literature, research design, data analysis, and report writing, with an overall PNI modified of 0.46. The top three priority needs were reviewing literature (0.49), report writing (0.48), and data analysis (0.47). 2) The causes of these needs stem
from teachers' limited understanding of classroom research and external factors, such as lack of administrative support, absence of research mentors, and time constraints. 3) To address these issues, two key approaches were identified: raising awareness of classroom research and conducting
annual hands-on training workshops. Strengthening both knowledge and structural support systems is essential for sustainable competency development.
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